Curricular Foundation
University:
University of Phoenix
Curricular Foundation
Paper Instructions
Deciding on the model or concept to use when developing curriculum depends on the type of program the nurse educator plans to build. Here are some questions to consider before developing a nursing curriculum:
- What type of curriculum would the nurse educator build for an academic pre-licensure program versus a graduate program, or would the concept be the same?
- What does the board of nursing in your state indicate, as needed, in nursing curriculum?
- What type of curriculum would the nurse educator build for non-credit professional development or continuing education curriculum?
Research different models and concepts of curriculum types block-based, concept-based, competency-based, and problem-based.
Analyze the models and concepts that would not work well for different types of curriculum. Provide rationales.
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Sample Answer
There are different models and concepts of curriculum types. For instance, block-based curriculum type is premised on a model where students take a single class at a time to enable them focus fully on the area of the content and have a complete understanding before going to the next course. Block-based curriculum utilizes different methods such as group projects, discussions, class presentations, simulations, and role playing (Shelton, 2017). The other curriculum type is concept-based curriculum (CBC). CBC is based on the concept that deviates from subject-specific content and focuses on big ideas that cover various disciplines or subject areas. In nursing education, it encompasses assessment of concepts that connect to the provision of patient care. The students tend to emphasize on major, prevalent examples, and their interrelated nature (Shelton, 2017).
The competence-based curriculum type on its side focuses on the intricate outcomes of learning process such as skills, knowledge, and attitudes to be applied to students rather than emphasizing on what learners are likely to learn about in relation to typically defined subject content. This type of curriculum is essential in enabling learners to center on real-world competency and skill development (Zheng et al., 2020). Finally, problem-based learning (PBL) uses complex real-world problems to promote learning of concepts and principles in students rather than direct presentation of facts and concepts. For instance, students may come up with ideas and create their business plans to address a societal need.
Based on these curriculum types, the models and concepts that may not work well for different types of curriculum include concept-based curriculum since it deviates from subject-specific content and focuses on big ideas that cover various disciplines. The other one is competency-based curriculum since it does not emphasize what learners are likely to learn about in relation to typically defined subject content but only concentrate on intricate outcomes of learning process. Essentially, models and contents should be inclusive for different types of curriculum.
References
- Shelton, C. (2017). How can we make computing lessons more inclusive? In IFIP World Conference on Computers in Education (pp. 506-514). Springer, Cham. https //doi.org/10.1007/978-3-319-74310-3_51
- Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment learning strategies across achievement levels and years. Medical education online, 25(1), 1686949. https //doi.org/10.1080/10872981.2019.1686949
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